Forum Replies Created
-
Posts
-
I enjoyed reading your answer and I agree with all of your points. I also think that by making sustainability practical can help children’s engagement with it.
Sustainability is practised in my local area in many ways. The tidy towns initiative is in place in the town, with local families and volunteers helping. This gives the children pride in their local community. The pupils who are scout members are also apart of this.
The bottle and can return scheme is thriving in the local area, with the children actively participating in this. By recycling their cans and bottles ensures that they are being more mindful around waste and single-use plastics.
Sustainability is so important and I engage my pupils with this and ensure they are aware of the benefits of living sustainably. Throughout the year we go around the locality with litter pickers, collecting any rubbish that may be harmful to the local environment. The class are also encouraged to bring in reusable bottles for drinking. In terms of the classroom we engage with many art activities using recycled or scrap materials. By teaching the children to be responsible and the benefits of sustainability will hopefully be reflected in their careful actions and efforts in the future.I agree with how this topic could be used across a wide range or subjects, and how it provides real-life context for the children.
By learning more about the nutritional value of seafood it has made me realise how relevant this topic could be for my own class, particularly as I teach in an area surrounded by the sea. Having pupils who are familiar with a coastal environment, and using locally relevant examples could make learning about healthy eating more meaningful. Seafood such as fish, mussels, oysters and prawns provide nutrients such as protein,omega 3 and other vitamins and minerals
As a 4th class teacher, I could introduce this topic through SPHE lessons on healthy eating and the importance of a balanced diet. Pupils could investigate different types of seafood and research the nutrients they provide. They could then compare seafood with other sources of protein.
Being located close to the sea gives me an opportunity to make the learning more connected to pupils’ everyday lives. We could discuss the seafood they see in local shops and restaurants and whether their families eat seafood. I could also encourage pupils to consider where their food comes from and how seafood can be produced sustainably.
Overall, I think teaching about seafood nutrition can help pupils develop a better understanding of healthy eating while also strengthening their connection with their local coastal environment. It provides a practical way of linking Science, SPHE, Maths and the local environment together in a topic that is relevant to their lives.I enjoyed reading your reflection and I particularly think that using open-ended questions when teaching these topics would be very useful!
After looking through and engaging with the ARC online lessons and resources it has made me realise how easily aquaculture can be used as a stimulus to create meaningful STEM learning experiences for pupils. The resources cover topics such as what aquaculture is, seafood nutrition, the role of aquaculture in local communities and sustainable Irish seafood. I particularly like that these topics can be connected to real-life matters rather than being taught as abstract STEM concepts.
In my own teaching practices, I would use aquaculture as a context for pupils to investigate real problems and develop their scientific enquiry, problem-solving and critical-thinking skills. As I teach within the senior classes I could for example have pupils designing sustainable fish farms, examining the environmental impact of aquaculture or comparing different types of seafood production. This would coherently link Science, Technology, Engineering and Mathematics while also encouraging collaboration and creativity.
Overall, the ARC has shown me that STEM education does not have to rely on complicated equipment or experiments. Local and relevant topics such as Ireland’s aquaculture industry can provide a starting point for developing curiosity, creativity, problem-solving skills. I would like to use these resources to make STEM learning more relevant to pupils and help them understand how the knowledge and skills they develop in school can be applied to real-world challenges.I agree with your answer, and I find the stats about how only 1-2% of oceans are being used for aquaculture very interesting!
Before starting this course and getting an understanding of aquaculture, I had not really considered the impact of these farms on Ireland’s coastal communities.
Ireland being an island, has a long coastline and many sheltered bays, sea loughs and inshore waters. These provide suitable conditions for aquaculture. Farms are often located close to coastal communities where the local environment and water conditions are suitable for producing species such as salmon, mussels and oysters.
Aquaculture makes an important socio-economic contribution to these communities in many ways. It can provide local employment and support other businesses, including boat operators, equipment suppliers, transport companies and local shops and services. This can be particularly valuable in rural coastal areas where there may be fewer employment opportunities. Aquaculture can also help maintain connections between communities and the sea by supporting traditional knowledge and livelihoods.
However, on the flipside its location can sometimes create concerns about the environment, tourism or other users of coastal waters.I think the balance of economic development and environmental protection is very important. Overall, I think well-managed aquaculture can provide valuable opportunities for Ireland’s coastal communities while helping to keep these communities connected to the marine environment.I think children learning about aquaculture and social license would be very impactful. Many students are unaware of the processes involved in the aquaculture industry, as it not commonly taught directly in the classroom. I think by teaching this topic, it would give children an insight into the opportunities and careers that are available within aquaculture. As well it is an opportunity for the children to learn about other related topics such as climate change, food production, ecosystems as well as sustainability.
In addition, I teach in an area surrounded by the sea. By teaching about aquacultures it would give the children context and a real-life connection to the topics being taught. These topics can be taught within SESE subjects, particularly geography and science.